This study explored the effectiveness of employing the imaginative learning strategy in scientific courses in Emirati private schools from the perspective of the teachers teaching scientific courses. The descriptive analytical approach was adopted to investigate such effectiveness, and in-depth interviews were carried out. Online in-depth interviews were conducted with thirty teachers (19 male teachers and 11 female teachers). Those teachers were chosen purposively. They teach science courses. They were chosen from six private schools in Sharjah, five private schools in Dubai, and three private schools in Dubai. The interviews were recorded and analysed to reach reliable results. Such analysis aims to identify the degree to which the targeted teaches employ this strategy. It aims to identify the impact of employing this strategy in scientific courses on the quality of education. It aims to identify the impacts of employing this strategy in scientific courses. It aims to identify the barriers and challenges that might be faced when employing this strategy by the targeted teachers. Several results were reached. For instance, respondents have positive attitudes towards employing this strategy in scientific courses. In addition, employing this strategy in scientific courses in Emirati private schools effectively improves the quality of education. The researchers recommend holding courses for teachers in UAE about the use of the imaginative learning strategy in scientific courses.
{"title":"Effectiveness of Employing the Imaginative Learning Strategy in Scientific Courses in Emirati Private Schools","authors":"Khaled Younis Alderbashi, Maher Ibrahim Tawdrous","doi":"10.5430/jct.v12n3p159","DOIUrl":"https://doi.org/10.5430/jct.v12n3p159","url":null,"abstract":"This study explored the effectiveness of employing the imaginative learning strategy in scientific courses in Emirati private schools from the perspective of the teachers teaching scientific courses. The descriptive analytical approach was adopted to investigate such effectiveness, and in-depth interviews were carried out. Online in-depth interviews were conducted with thirty teachers (19 male teachers and 11 female teachers). Those teachers were chosen purposively. They teach science courses. They were chosen from six private schools in Sharjah, five private schools in Dubai, and three private schools in Dubai. The interviews were recorded and analysed to reach reliable results. Such analysis aims to identify the degree to which the targeted teaches employ this strategy. It aims to identify the impact of employing this strategy in scientific courses on the quality of education. It aims to identify the impacts of employing this strategy in scientific courses. It aims to identify the barriers and challenges that might be faced when employing this strategy by the targeted teachers. Several results were reached. For instance, respondents have positive attitudes towards employing this strategy in scientific courses. In addition, employing this strategy in scientific courses in Emirati private schools effectively improves the quality of education. The researchers recommend holding courses for teachers in UAE about the use of the imaginative learning strategy in scientific courses.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122821783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to find the equilibrium or studying attractors to upgrade educational suitability, instructional existing, social existing and learning results in Korean Massive Open Online Courses (K-MOOCs). To conduct this study, learners who had taken K-MOOC were selected for the study; data were collected from 369 K-MOOC learners. The data were studied using the SPSS 26.0 and AMOS 26.0 platforms. About the methodology of analysis, descriptive statistics analysis was carried out first, followed by an examination of the correlation. The measurement model was then confirmed using confirmatory factor analysis (CFA), and structural equation modeling (SEM) was used to validate the structural links and mediating effects between the variables. Further, to verify a mediating effect on educational performance, the numerical importance of the mediating result was verified using bootstrapping. Analysis outcomes are as the following: First, this study discovered that K-MOOC educational appropriateness positively impacted learning results. Second, this study discovered that K-teaching MOOC's presence meaningfully and statistically significantly moderated the association between educational appropriateness and learning outcomes. Lastly, this research discovered that K-social MOOC's presence had a statistically significant impact on moderating the link between educational appropriateness and learning results. The conclusions that can be derived from the analyses' findings are the following: To improve the learning performance of K-MOOC, which is operated through the national budget, education authorities must first deeply understand the learning needs of learners in accordance with social changes. It is also important to secure educational suitability by preparing and providing a variety of educational courses in consideration of learners' learning motives and learning goals. Lastly, it is important to increase the satisfaction and immersion in education by expanding the components of teaching existence and social existence to derive actual learning results. This study is meaningful in that it examines the direct and indirect effects of the state-led K-MOOC's educational suitability on learning outcomes, and in that it confirms the influence of teaching existence and social existence in that they enhance education outcomes.
{"title":"Equilibrium or Studying Attractors to Upgrade Educational Suitability, Teaching Presence, Social Presence and Learning Results in MOOCs","authors":"Ju-kyoung Kim","doi":"10.5430/jct.v12n3p233","DOIUrl":"https://doi.org/10.5430/jct.v12n3p233","url":null,"abstract":"The purpose of this research is to find the equilibrium or studying attractors to upgrade educational suitability, instructional existing, social existing and learning results in Korean Massive Open Online Courses (K-MOOCs). To conduct this study, learners who had taken K-MOOC were selected for the study; data were collected from 369 K-MOOC learners. The data were studied using the SPSS 26.0 and AMOS 26.0 platforms. About the methodology of analysis, descriptive statistics analysis was carried out first, followed by an examination of the correlation. The measurement model was then confirmed using confirmatory factor analysis (CFA), and structural equation modeling (SEM) was used to validate the structural links and mediating effects between the variables. Further, to verify a mediating effect on educational performance, the numerical importance of the mediating result was verified using bootstrapping. Analysis outcomes are as the following: First, this study discovered that K-MOOC educational appropriateness positively impacted learning results. Second, this study discovered that K-teaching MOOC's presence meaningfully and statistically significantly moderated the association between educational appropriateness and learning outcomes. Lastly, this research discovered that K-social MOOC's presence had a statistically significant impact on moderating the link between educational appropriateness and learning results. The conclusions that can be derived from the analyses' findings are the following: To improve the learning performance of K-MOOC, which is operated through the national budget, education authorities must first deeply understand the learning needs of learners in accordance with social changes. It is also important to secure educational suitability by preparing and providing a variety of educational courses in consideration of learners' learning motives and learning goals. Lastly, it is important to increase the satisfaction and immersion in education by expanding the components of teaching existence and social existence to derive actual learning results. This study is meaningful in that it examines the direct and indirect effects of the state-led K-MOOC's educational suitability on learning outcomes, and in that it confirms the influence of teaching existence and social existence in that they enhance education outcomes.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126435660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Min Byoung-chul, Keunho Park, Kyeong-Sook Oh, Sang Yong Yun
This study began in recognition of societal problems such as aggression and hate speech due to the spread of cyber-violence and malicious commenting. Hence, this study was conducted to verify whether positive commenting activity acts as a means of controlling adolescents’ aggression and hate speech. With this, a survey was conducted on 410 middle and high school students registered in the Sunfull Foundation. Consent from the organization's head, participant and research purpose anonymity, as well as data confidentiality, were all stated in advance taking the study's ethical considerations into mind. Frequency analysis and regression analysis were performed on the collected data using SPSS 22.0 PC ver. As a result, this study found that adolescents’ overall aggression decreased, and in particular, the more they participated in the positive commenting activity and the longer the period of participation in positive commenting, the lower the overt aggression of adolescents. These findings suggest that organizing positive commenting activities as one of the required subjects in the school curriculum may be a more useful strategy given the scenario that students in today's classrooms are in, which is one of continual academic pressure. Therefore, various support should be provided as well as social interest in the use of positive language as well as in the level of ethics education for adolescents.
这项研究开始于认识到由于网络暴力和恶意评论的传播而导致的侵略和仇恨言论等社会问题。因此，本研究旨在验证积极评论活动是否作为控制青少年攻击性和仇恨言论的手段。为此，对在Sunfull财团注册的410名初高中学生进行了问卷调查。考虑到研究的伦理考虑，组织负责人、参与者和研究目的的匿名性以及数据保密的同意都已事先声明。采用SPSS 22.0 PC ver软件对收集的数据进行频率分析和回归分析。因此，本研究发现青少年的整体攻击性降低，特别是参与积极评论活动的次数越多，参与积极评论活动的时间越长，青少年的显性攻击性越低。这些发现表明，考虑到今天的学生所处的持续的学术压力，将积极的评论活动作为学校课程的必修科目之一可能是一个更有用的策略。因此，应在积极语言的使用和青少年道德教育层面提供各种支持和社会关注。
{"title":"Influence of Experience of Positive Commenting Activity (Sunfull) on Aggression and Hate Speech of Korean Adolescents","authors":"Min Byoung-chul, Keunho Park, Kyeong-Sook Oh, Sang Yong Yun","doi":"10.5430/jct.v12n3p250","DOIUrl":"https://doi.org/10.5430/jct.v12n3p250","url":null,"abstract":"This study began in recognition of societal problems such as aggression and hate speech due to the spread of cyber-violence and malicious commenting. Hence, this study was conducted to verify whether positive commenting activity acts as a means of controlling adolescents’ aggression and hate speech. With this, a survey was conducted on 410 middle and high school students registered in the Sunfull Foundation. Consent from the organization's head, participant and research purpose anonymity, as well as data confidentiality, were all stated in advance taking the study's ethical considerations into mind. Frequency analysis and regression analysis were performed on the collected data using SPSS 22.0 PC ver. As a result, this study found that adolescents’ overall aggression decreased, and in particular, the more they participated in the positive commenting activity and the longer the period of participation in positive commenting, the lower the overt aggression of adolescents. These findings suggest that organizing positive commenting activities as one of the required subjects in the school curriculum may be a more useful strategy given the scenario that students in today's classrooms are in, which is one of continual academic pressure. Therefore, various support should be provided as well as social interest in the use of positive language as well as in the level of ethics education for adolescents.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133038932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the perceptions of students with developmental disabilities on higher education programs at universities and to suggest the strategies to improve the quality of their college life experiences. For the purpose of this study, survey were implemented for students participating in the higher education program for people with developmental disabilities. Survey was conducted by distributing the questionnaire through mail, e-mail, and direct visits. In the research results, the future vision of students who want to achieve through participation in higher education programs was presented, and the results of analysis of academic characteristics and motivation, academic cognitive characteristics, social responsibility and leadership characteristics of students participating in higher education programs were presented. Through the results of this study, it will not only be possible to improve the quality of higher education programs that students with developmental disabilities can participate in, but also to improve their quality of life through the provision of appropriate programs.
{"title":"A Study on College Life Experiences and Support Strategies of Students Participating in Higher Education Programs for Students with Developmental Disabilities","authors":"Yungkeun Park","doi":"10.5430/jct.v12n3p147","DOIUrl":"https://doi.org/10.5430/jct.v12n3p147","url":null,"abstract":"The purpose of this study was to investigate the perceptions of students with developmental disabilities on higher education programs at universities and to suggest the strategies to improve the quality of their college life experiences. For the purpose of this study, survey were implemented for students participating in the higher education program for people with developmental disabilities. Survey was conducted by distributing the questionnaire through mail, e-mail, and direct visits. In the research results, the future vision of students who want to achieve through participation in higher education programs was presented, and the results of analysis of academic characteristics and motivation, academic cognitive characteristics, social responsibility and leadership characteristics of students participating in higher education programs were presented. Through the results of this study, it will not only be possible to improve the quality of higher education programs that students with developmental disabilities can participate in, but also to improve their quality of life through the provision of appropriate programs.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131115447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purwita Sari Rebia, S. Suharno, A. Tamrin, M. Akhyar
An employer is commonly dissatisfied with the skills of Vocational High School (VHS) graduates and suggest schools carry out learning innovations. This dissatisfaction led to the response of Warga VHS, through the implementation of a product-based education training class. Therefore, this study aims to evaluate industrial-class best practices regarding the implementation of Product-Based Education Training (PBET) in VHS, using the Context, Input, Process, and Product (CIPP) model. This evaluative method was used and conducted at the Warga VHS Surakarta, which organizes PBET industrial class. Using a purposive sampling technique, the study samples were selected, containing 41 students, 8 teachers, 2 alums, 2 parents, and 1 industrial manager. Data collection was also obtained through questionnaires, interviews, and documentation. In this process, the validity of the questionnaire items used the moment product correlation. Based on the results, students' context, input, process, and product evaluation had average scores of 4.48, 4.25, 4.39, and 4.25, respectively. Meanwhile, the teachers' average values were 4.29, 4.36, 4.23, and 4.5 for the context, input, process, and product evaluation, respectively. In this case, the entirety of these values was included in the very high category. This indicated that the implementation of PBET improved graduate skills and sustainably strengthened cooperation with the industry.
{"title":"Evaluation of Product-Based Education Training Class at Vocational High School using the CIPP Model","authors":"Purwita Sari Rebia, S. Suharno, A. Tamrin, M. Akhyar","doi":"10.5430/jct.v12n3p135","DOIUrl":"https://doi.org/10.5430/jct.v12n3p135","url":null,"abstract":"An employer is commonly dissatisfied with the skills of Vocational High School (VHS) graduates and suggest schools carry out learning innovations. This dissatisfaction led to the response of Warga VHS, through the implementation of a product-based education training class. Therefore, this study aims to evaluate industrial-class best practices regarding the implementation of Product-Based Education Training (PBET) in VHS, using the Context, Input, Process, and Product (CIPP) model. This evaluative method was used and conducted at the Warga VHS Surakarta, which organizes PBET industrial class. Using a purposive sampling technique, the study samples were selected, containing 41 students, 8 teachers, 2 alums, 2 parents, and 1 industrial manager. Data collection was also obtained through questionnaires, interviews, and documentation. In this process, the validity of the questionnaire items used the moment product correlation. Based on the results, students' context, input, process, and product evaluation had average scores of 4.48, 4.25, 4.39, and 4.25, respectively. Meanwhile, the teachers' average values were 4.29, 4.36, 4.23, and 4.5 for the context, input, process, and product evaluation, respectively. In this case, the entirety of these values was included in the very high category. This indicated that the implementation of PBET improved graduate skills and sustainably strengthened cooperation with the industry.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133144262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ucup Supriatna, Indra Kertati, H. Putra, Murtadlo Murtadlo, S. Sutrisno, Zunan Setiawan, Mardhiah Mardhiah, Nanda Saputra
This research is aimed to investigate and evaluate the implementation of principal leadership management during the pandemic of Covid-19. The Covid-19 outbreak in various countries has changed the traditional face-to-face learning pattern to online learning. Changes in face-to-face learning patterns to online learning must be followed by changes in work patterns for the principal as a manager. The question is, has the principal implemented leadership management following the standards required to carry out online learning during the COVID-19 pandemic? This evaluation study uses a discrepancy model (gaps), which determines the differences in the implementation of principal leadership management with the standards in the work guidelines of principals during the COVID-19 pandemic. The evaluation results concluded that the principal's leadership management implementation was not following the standards, that had implications for the quality of online learning implementation and student learning outcomes. Further research regarding the effectiveness of principal leadership management still needs to be done to improve school management in online learning.
{"title":"Evaluation of Implementation Principal Leadership Management During the Covid-19 Pandemic","authors":"Ucup Supriatna, Indra Kertati, H. Putra, Murtadlo Murtadlo, S. Sutrisno, Zunan Setiawan, Mardhiah Mardhiah, Nanda Saputra","doi":"10.5430/jct.v12n3p108","DOIUrl":"https://doi.org/10.5430/jct.v12n3p108","url":null,"abstract":"This research is aimed to investigate and evaluate the implementation of principal leadership management during the pandemic of Covid-19. The Covid-19 outbreak in various countries has changed the traditional face-to-face learning pattern to online learning. Changes in face-to-face learning patterns to online learning must be followed by changes in work patterns for the principal as a manager. The question is, has the principal implemented leadership management following the standards required to carry out online learning during the COVID-19 pandemic? This evaluation study uses a discrepancy model (gaps), which determines the differences in the implementation of principal leadership management with the standards in the work guidelines of principals during the COVID-19 pandemic. The evaluation results concluded that the principal's leadership management implementation was not following the standards, that had implications for the quality of online learning implementation and student learning outcomes. Further research regarding the effectiveness of principal leadership management still needs to be done to improve school management in online learning.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130843818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Faced with the challenges presented by the transition to Industry 4.0, deep and rapid transformation is required for higher education to meet the demands of the fourth industrial revolution. This article aims to investigate students' perceptions of various components of their academic ecosystem. our study is interested in examining the preferred teaching models, competencies, and fields of study that higher education should develop and national/international mobility. A questionnaire survey was conducted using a quantitative approach to collect students' perceptions; 97 students from Hassan 2 University participated in the study. The findings indicate that students are interested in blended learning, that they require programs to build their managerial and employability skills, that mobility is a fundamental element of education 4.0, and that its impact on employability development is recognized. The study enhances our understanding of higher education students' interactions within their university ecosystem. This study might be beneficial for policymakers and educational decision-makers in the transformation toward a university 4.0.
{"title":"University Changes in the 4.0 Educational Era: A Study into Moroccan Students' Interests","authors":"Najia Amini, Youssef Sefri, Abdelhak Chakli, Fadwa Mahiri, Abderrahim Aassoul, M. Radid","doi":"10.5430/jct.v12n3p100","DOIUrl":"https://doi.org/10.5430/jct.v12n3p100","url":null,"abstract":"Faced with the challenges presented by the transition to Industry 4.0, deep and rapid transformation is required for higher education to meet the demands of the fourth industrial revolution. This article aims to investigate students' perceptions of various components of their academic ecosystem. our study is interested in examining the preferred teaching models, competencies, and fields of study that higher education should develop and national/international mobility. A questionnaire survey was conducted using a quantitative approach to collect students' perceptions; 97 students from Hassan 2 University participated in the study. The findings indicate that students are interested in blended learning, that they require programs to build their managerial and employability skills, that mobility is a fundamental element of education 4.0, and that its impact on employability development is recognized. The study enhances our understanding of higher education students' interactions within their university ecosystem. This study might be beneficial for policymakers and educational decision-makers in the transformation toward a university 4.0.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115153884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goals of this study were twofold: 1) to enhance the learning management competence of novice teachers in the teacher production for local development; and 2) to investigate the opinions of novice teachers toward the learning management competence based on the teacher production for local development. The key informants consisted of 84 teachers from 12 different academic disciplines working in the network for Thailand's lower northeastern region. A questionnaire for interviews and a test of one's competence in learning management were used as study tools. Mean and standard deviation were the two types of statistics used in the examination of quantitative data. According to the findings, the total level of competence in learning management was already rather high after the first round, and it reached its highest possible level after the second round. New instructors increased their skills in learning management and were able to use their newly acquired knowledge when constructing learning activities depending on the learning goals, topics, and ages of their students. In addition to this, students were able to employ teaching and learning management abilities appropriate for the 21st century, which included educational quality enhancement.
{"title":"Competencies of New Teachers in Learning Management in Teacher Production for Local Development","authors":"Titiworada Polyiem, P. Nuangchalerm","doi":"10.5430/jct.v12n3p91","DOIUrl":"https://doi.org/10.5430/jct.v12n3p91","url":null,"abstract":"The goals of this study were twofold: 1) to enhance the learning management competence of novice teachers in the teacher production for local development; and 2) to investigate the opinions of novice teachers toward the learning management competence based on the teacher production for local development. The key informants consisted of 84 teachers from 12 different academic disciplines working in the network for Thailand's lower northeastern region. A questionnaire for interviews and a test of one's competence in learning management were used as study tools. Mean and standard deviation were the two types of statistics used in the examination of quantitative data. According to the findings, the total level of competence in learning management was already rather high after the first round, and it reached its highest possible level after the second round. New instructors increased their skills in learning management and were able to use their newly acquired knowledge when constructing learning activities depending on the learning goals, topics, and ages of their students. In addition to this, students were able to employ teaching and learning management abilities appropriate for the 21st century, which included educational quality enhancement.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124624960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information technology has become ubiquitous in the 21st Century. Acquiring the skills and confidence to navigate the computational arena is all but obligatory for educational and professional success. Underrepresentation of women in the wide variety of fields associated with information technology is an authentic concern for both the individual and society as a whole. Various studies have emphasized the importance of stronger representative of marginalized groups to bolster creative thinking and a variety of perspectives. The CCERS STEM + C Program is a long-term hands-on environmental restoration project that has been embedded in the New York City Department of Education public schools. Students work to restore the native oyster population to New York Harbor through both field work and working with large sets of data on the open-access platform. One of the several areas studied throughout this program is the motivation and self-efficacy of the students, especially students who are underrepresented in the STEM and technology fields. Student surveys were initiated by 764 students with 513 participants and non-participants completing the survey. Aimed at eliciting levels of several self-reported factors, the survey included a subscale measuring levels of confidence in technological abilities. Results of the survey indicated that 9th grade female students have a higher level of self-efficacy and motivation than female students in the later high school grade levels. These results are consistent with the waning motivation and interest of female students in technology and STEM found in other studies.
{"title":"The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level","authors":"Lauren B. Birney, Denise M. McNamara","doi":"10.5430/jct.v12n3p81","DOIUrl":"https://doi.org/10.5430/jct.v12n3p81","url":null,"abstract":"Information technology has become ubiquitous in the 21st Century. Acquiring the skills and confidence to navigate the computational arena is all but obligatory for educational and professional success. Underrepresentation of women in the wide variety of fields associated with information technology is an authentic concern for both the individual and society as a whole. Various studies have emphasized the importance of stronger representative of marginalized groups to bolster creative thinking and a variety of perspectives. The CCERS STEM + C Program is a long-term hands-on environmental restoration project that has been embedded in the New York City Department of Education public schools. Students work to restore the native oyster population to New York Harbor through both field work and working with large sets of data on the open-access platform. One of the several areas studied throughout this program is the motivation and self-efficacy of the students, especially students who are underrepresented in the STEM and technology fields. Student surveys were initiated by 764 students with 513 participants and non-participants completing the survey. Aimed at eliciting levels of several self-reported factors, the survey included a subscale measuring levels of confidence in technological abilities. Results of the survey indicated that 9th grade female students have a higher level of self-efficacy and motivation than female students in the later high school grade levels. These results are consistent with the waning motivation and interest of female students in technology and STEM found in other studies.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134554438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the relationship among occupational value view, sense of self-efficacy, and career decision-making of university college graduates in the context of job hunting and employment. The research object is 498 graduates from six colleges and universities in Shaanxi Province, China, including A, B, C, D, E, and F. Data analysis is conducted using independent sample t-test, one-way ANOVA analysis, path analysis, and structural equation model test. The results show that there is no significant difference between genders in the occupational value view, but there is significant difference in sense of self-efficacy and career decision-making; The only child has no significant difference in occupational value view, but has significant difference in sense of self-efficacy and career decision-making; family income has no significant difference in the graduates' occupational value view, but has significant difference in sense of self-efficacy and career decision-making; there is no significant difference in the graduates' occupational value view, sense of self-efficacy and career decision-making at different school levels; the occupational value view have a positive and significant impact on sense of self-efficacy and career decision-making; a sense of self-efficacy has a positive and significant impact on career decision-making; the sense of self-efficacy plays a partial intermediary role in the relationship between occupational value view and career decision-making.
{"title":"Research on the Influence of Occupational Value View on Career Decision-making Through the Mediating Path of a Sense of Self-Efficacy","authors":"Hanneke Ming, Tien Lichu","doi":"10.5430/jct.v12n3p48","DOIUrl":"https://doi.org/10.5430/jct.v12n3p48","url":null,"abstract":"This study aims to explore the relationship among occupational value view, sense of self-efficacy, and career decision-making of university college graduates in the context of job hunting and employment. The research object is 498 graduates from six colleges and universities in Shaanxi Province, China, including A, B, C, D, E, and F. Data analysis is conducted using independent sample t-test, one-way ANOVA analysis, path analysis, and structural equation model test. The results show that there is no significant difference between genders in the occupational value view, but there is significant difference in sense of self-efficacy and career decision-making; The only child has no significant difference in occupational value view, but has significant difference in sense of self-efficacy and career decision-making; family income has no significant difference in the graduates' occupational value view, but has significant difference in sense of self-efficacy and career decision-making; there is no significant difference in the graduates' occupational value view, sense of self-efficacy and career decision-making at different school levels; the occupational value view have a positive and significant impact on sense of self-efficacy and career decision-making; a sense of self-efficacy has a positive and significant impact on career decision-making; the sense of self-efficacy plays a partial intermediary role in the relationship between occupational value view and career decision-making.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116974447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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